Module8.ppst4.4.2

MODULE8
1
Participate in collegial discussions that use teacher
and learner feedback to enrich teaching practice

PPST RESOURCE PACKAGE
ii
INTRODUCTION TO TEACHER RESOURCE PACKAGE
I am Teacher Jen!
And I am Teacher Mike!
We are members of your support group. Together with
your principal, master teacher, and co-teachers, we are
pleased to be your guides and companions as you walk
through the modules.
Are you ready?
We begin by letting you know how the journey started for
us in putting together this resource package.
In August 2017, Department of Education Secretary
Leonor Briones signed the Philippine Professional Standards
for Teachers (PPST) into policy through DepEd Order No.
42, S. 2017. The policy states, among others, that the PPST
“shall be used as a basis for all learning and development
programs for teachers.”
The Department of Education is committed to supporting
your continuing professional development. This resource
package hopes to contribute to this commitment.
As a teacher, understanding the PPST is crucial in order
for you to grow and flourish in your profession. The PPST
identifies what you are expected to know, be able to do, and
value in your profession.
“
Hello, dear Teacher!
Welcome to this Resource Package.
These modules
are standalone
sections that
you can select
based on your
needs and
interests. This
means that
you can choose
and read any
module that is
most relevant
to you. You can
take your time
in familiarizing
yourself
with any one
module with
no pressure to
finish reading
all 12.

MODULE8
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Introduction to Teacher Resource Package
This resource package:
• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.
We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.
You will find the materials here useful if you:
• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.
If learning is your passion,
this resource package is for you.

iv
What can you expect to find in each module?
You will discover that each module discusses a specific
indicator, defines its key concepts and provides relevant
illustrations of practice that may help you understand and attain
the indicator.
The modules explore the following indicators:
1.1.2 Apply knowledge of content within and
across curriculum teaching areas.
MODULE 1
1.4.2 Use a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills.
MODULE 2
1.5.2 Apply a range of teaching strategies
to develop critical and creative thinking, as
well as other higher-order thinking skills.
MODULE 3
2.3.2 Manage classroom structure to
engage learners, individually or in groups,
in meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MODULE 4
2.6.2 Manage learner behavior
constructively by applying positive and
non-violent discipline to ensure learning-
focused environments.
MODULE 5
3.1.2 Use differentiated, developmentally
appropriate learning experiences
to address learners’ gender, needs,
strengths, interests and experiences.
MODULE 6
4.1.2 Plan, manage and implement
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various teaching
contexts.
MODULE 7
4.4.2 Participate in collegial discussions
that use teacher and learner feedback to
enrich teaching practice.
MODULE 8
4.5.2 Select, develop, organize and
use appropriate teaching and learning
resources, including ICT, to address
learning goals.
MODULE 9
5.1.2 Design, select, organize and use
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
MODULE 10
5.2.2 Monitor and evaluate learner
progress and achievement using learner
attainment data.
MODULE 11
5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.
MODULE 12
“

MODULE8
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Introduction to Teacher Resource Package
The module contains the following parts:
PARTS OF THE MODULES
Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.
We encourage you to actively engage with the text as you read through the module.
We hope you find the information, materials and resources in this package helpful as you engage
with the Philippine Professional Standards for Teachers towards your professional development.
“We, Teacher Jen and Teacher Mike, will be
with you every step of the way.
Have a happy journey.
“SELF-REFLECTION allows you
to reflect on your knowledge,
skills and attitude related to the
indicator;
KEY CONCEPTS defines key
concepts pertinent to the
indicator;
SUPPORT GROUP allows you to
consult and collaborate with our
teacher-friends who will provide
suggestions on how to improve
your current practice;
ILLUSTRATIONS OF PRACTICE
walks you through sample
illustrations of specific teaching
practices that show how the
Standards are put into action;
PROFESSIONAL DEVELOPMENT
PLAN helps you identify your
strengths and development
needs and plans for specific
action for professional
development; and
RESOURCE LIBRARY provides
you with resources (which may
include bibliography, forms,
templates, appendices and
links) that can help you further
understand the indicator.
OVERVIEW introduces you to the
indicator and why you need to
achieve the indicator;

01
8
PARTICIPATE IN COLLEGIAL
DISCUSSIONS THAT USE
TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING
MODULE
INTRODUCTION
OVERVIEW
KEY CONCEPTS
SELF-REFLECTION
SUPPORT GROUP
- Probing
- Suggestions for Improvement
- Illustration of Practice No. 1: COLLEGIAL
DISCUSSION BETWEEN PEERS
- Illustration of Practice No. 2: PROFESSIONAL
LEARNING COMMUNITIES
- Illustration of Practice No. 3: COACHING SESSION
- Illustration of Practice No. 4: LEARNING WALK
PROFESSIONAL DEVELOPMENT PLAN
RESOURCE LIBRARY
- Annotated Bibliography
- Appendices
ACKNOWLEDGEMENTS
2
ii
3
4
5
8
20
21
CONTENTS
26

2
Hello! I am Teacher Mike and with me is Teacher Jen. We
are part of your support group! We’re here to help you better
understand the indicator highlighting your vital roles in collegial
discussions.

We know that you had experienced difficulty in your
teaching. From whom do you usually seek advice? It’s good
practice that you’re collaborating with your colleagues.
Our profession demands collaboration so we can continuously improve our
teaching-learning processes. As members of our school communities, we need to
participate in various activities that highlight collaboration with our colleagues.
To help you build strong collaboration among your colleagues and school leaders,
we will provide you with several illustrations of practice of collegial discussions which
you can adopt. These are important in collectively thinking, reflecting and acting to
enrich your current teaching practices.
In this module, we will focus on:
STRAND: Professional collaboration to enrich teaching practice
INDICATOR: 4.4.2 Participate in collegial discussions that use
teacher and learner feedback to enrich teaching practice.
“

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“
KEY CONCEPTS
Hi! This is Teacher Jen. Let us start by introducing
to you the key concepts in professional collaboration.
Understanding these concepts will guide you in
appreciating your roles embedded in the indicator 4.4.2
Participate in collegial discussions that use teacher and
learner feedback to enrich teaching practice.
PROFESSIONAL COLLABORATION. This refers to teachers working
together with colleagues and other stakeholders to enrich the teaching-
learning process.
COLLEGIAL DISCUSSION. This refers to mutually respectful
professional conversation with colleague/s, which can be formal or
informal, that promotes shared responsibility in enhancing the current
practice.
FEEDBACK. This refers to information given about the teacher’s and
learners’ performance for enriched teaching practice.

4
Let us first reflect on our current practice regarding
professional collaboration in our school. As Proficient
Teachers, we have knowledge, skills and attitudes
regarding professional collaboration.
By looking at the indicator, I have written down my
own reflections on this. How about you?
SELF-REFLECTION
… … that professional
collaboration is working
together with my
colleagues.
…share my best practices to
my colleagues in my school.
… that collaboration with
my colleagues will enhance
my teaching practice.
As a Proficient Teacher,
I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
Good reflection, Mike! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.
“_________________________
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I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
_________________________
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“

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“Take time to read the transcript and find out how a group
of teachers utilized the focus group discussion (FGD), one of
the mechanisms for professional collaboration, to address
the challenge in teaching by drawing various feedback from
teachers.
SUPPORT GROUP
We have received the summary of classroom observations from the
office and findings have identified that our pupils do not participate that
much in the class. Any reaction?
I think that’s not the case in my classroom.
Really? I assume that it might have been observed in your class. When I
came to pass by your room one time, I noticed that your learners at the
back were just playing. How about you, Ma’am?
I think we need to figure out the reasons why such observations were
noted.
Obviously, your activities might be too dull and boring. You should have
prepared exciting tasks for your learners. You should have established
rules. You should have performed better during class observations. I
think if you do these things, then you’ll engage your learners.
Does everybody agree with me?
Yes, Ma’am.
Master Teacher:
Teacher A:
Master Teacher:
Teacher B:
Master Teacher:
Teachers:
We’ll give you time to think about this and we’ll surely get
back to you.
“

6
______________________________________________________________________
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________________________________________________________.
What specific challenge to the teaching practice was discussed in the focus
group discussion?
1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
Did the Master Teacher engage the teachers to address the challenge? Why? Why not?2
If you were the Master Teacher, what questions would you have asked to draw feedback
from your colleagues?
3
Based on the FGD presented earlier, try to
answer and reflect on the following questions.
Probing
Did the discussion reflect teacher collegiality? Why? Why not?4
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
“

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In the presented FGD, the Master Teacher (MT) initiated the discussion. However, the MT
failed to engage the teachers in the discussion tackling the reasons behind the learners’ low
level of engagement in the class.
Generally, the discussion lacked collegiality because the MT dominated the entire
conversation. It also turned to be a fault-finding session. Since the discussion became person-
directed, the MT was not able to establish shared inquiry into the practice.
For deep probing into the teaching difficulty, instead of imposing the rules, the MT should
have asked questions like “What do you think were the reasons? How could we address this?
What could be done?”
Collegial discussion is built on mutual respect and trust. For it to become a meaningful
professional conversation, the teachers should be actively listening and providing honest
feedback. These will provide a common ground for collaboratively reflecting and directing
efforts to the enhancement of the teaching practice.
Suggestions for Improvement
“Have you finished answering the questions
posed earlier? We’re providing you here the
possible responses.
How are your answers? We hope that you’re
starting to appreciate the importance of this indicator.
Now, we’ll be showing you different practices that
highlight collegial discussions which you can adopt in
your schools.
What roles do teachers play in collegial discussions?5
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
“

8
“
The Focus Group Discussion (FGD) is just one of the
various modes that engage teachers in collegial discussion.
You need to remember that collegial discussions can include a
range of professional conversations, which can either be formal
or informal.
For your better understanding, we will present you various
practices for participation in collegial discussions using
teachers’ and learners’ feedback to enrich teaching practice:
As a Proficient Teacher, you are expected to demonstrate professional collaboration. In this
module, together let us discover the different illustrations of practice aligned with the Philippine
Professional Standards for Teachers that show specific ways on how you can participate in
collegial discussions.
Collegial Discussion between Peers
ILLUSTRATION OF PRACTICE NO. 1:
In a school, a 2nd grade teacher finds teaching reading challenging. She knows that her
colleague has a broad knowledge of different reading strategies. She talks to her and requests for
a peer observation. On the agreed date, the peer teacher models the reading technique that she
finds effective for her class. After, they engage in a discussion clarifying how the new teacher can
apply the technique to her own class.
Teacher Jennifer Macatangay shares her knowledge on strategies to her
colleague, Teacher Vicky Rebay (Photo credit: Monaliza Cabahug, 2018).

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I’d like to thank you, Ma`am, for accepting my
request for peer observation.
You’re very much welcome. So how did you
find the strategy that I used?
I thought that my kids would really enjoy the
lesson, too.
When you showed the video, the children
really enjoyed rapping. The chant on words
with initial /p/ sound really caught their
attention and they even sang it, too.
What else do you think would work for your
own class?
I particularly liked the guessing game that
you did. Kids were really excited to guess the
object inside the box.
That’s nice. I hope I have helped you.
Teacher A:
Teacher B:
Teacher A:
Teacher B:
Teacher A:
Teacher B:
Take time to read the transcript of their collegial discussion after the peer observation.
“
In this conversation, we can observe
that there is more freedom of exchange
of views regarding practices. Here, the
teacher’s feedback is channeled through
a less threatening and more friendly
conversation. Likewise, the decision to
enrich one’s practice is already built
through effective modelling.
In its three stages: pre-observation, during observation and post-observation, you can consider
these roles depending whether you will be the observer or the host-teacher (americanenglish.state.gov,
n.d.):
1. For the pre-observation meeting, the observer meets with the teacher before the class to
learn about the lesson’s focus and objectives. The teacher should define a focus area and make
sure you are both in agreement about how the observation will be conducted (duration, seating,
etc.).
2. During the observation stage, the observed teacher should inform learners about the
observation before the lesson. The observer should arrive a few minutes early and be as discreet
as possible: sit in the back of the room; focus solely on the observation and observe the entire
lesson and make detailed descriptive records for the post-observation meeting.
3. In the post-observation meeting, both the teacher and the observer should reflect and
discuss what happened in the classroom. Teachers should treat each other with respect and
offer opinions in a kind and constructive way. Participants should set action plans/goals based
on what they learn.
HOW TO DO IT?
?
You have noted that peer observation involves teachers observing each other’s practice and
learning from each other. Here, teachers have the opportunity to give and receive feedback about
teaching practice and develop awareness about their own teaching (Australian Institute for Teaching
and School Leadership).

10
Fellow Teacher, you need to remember that peer observation
is generally a friendly classroom observation.

It should NOT be a surprise classroom observation. This
should be well-communicated. To do this, you may engage in a
pre-conference with your colleague to identify your role, as well
as the specific areas in the instructional practice for the focus of
peer observation.
Professional Learning Communities (PLCs)
In an elementary school, the teachers, with the Master Teacher as the LAC leader, conduct
school-based professional learning sessions that focus on the different instructional approaches
for K to 12. Teacher-experts lead the discussion and the demonstration teaching.
The LAC leader then evaluates the teachers’ application of learnings from the LAC through
classroom observation.
As you observed, the teachers in the sample illustration of
practice participated in the school-based Learning Action Cell
(LAC). Teachers like you can improve your practice through
its collaborative learning sessions. Your active participation in
LAC will equip you with the content knowledge and pedagogical
skills which you can utilize to enrich your instructional practices.
Likewise, you can also share your best classroom practices in
the LAC for your colleagues to reflect on and apply.
“
Teachers of Rosario Elementary School engage in a collaborative learning
session that discusses the different strategies in learning areas in K to 12
(Photo credit: Edna Pangilinan, 2018).
“

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Remember, that professional learning communities like LAC sessions can be maximized to
improve learner performance, with teachers discussing a range of topics to support teaching
and learning. They are also vital in addressing their professional development needs, sharing
challenges in teaching, strategies and best practices, and even sharing new skills and knowledge
learned in other trainings.
For successful LAC implementation, our department highlights its stages and the underlying
processes. The first stage generally aims to build trust and clarifies purpose by setting the norms
for the LAC session. The next stage emphasizes working together and planning to identify the
focus and direction of the LAC. The final stage describes how the LAC team will track their
progress.
Remember, LAC is NOT just a meeting. It is a purposeful
professional learning activity for us teachers which focuses on
addressing critical areas in instruction that need improvement.
“
As a member of your school’s professional learning community, you have significant roles
to make it succeed (As stated in the DepEd Order No. 35 s. 2016):
1. Serve as LAC facilitator or documenter or resource person for certain topics
when assigned such roles;
2. Develop plans to apply what has been learned and implement agreed action
plan in one’s classroom;
3. Monitor one’s progress in relation to the LAC Plan;
4. Prepare and submit documents or materials as needed and bring materials
relevant to the topic;
5. Reflect on the implementation;
6. Share learnings with colleagues in informal settings;
7. Prepare to share in each LAC session; and
8. Allow LAC leader to observe how the learning was applied.
HOW TO DO IT?
?

12
Aside from LAC, you can also enrich your practice by
engaging in instructional coaching. Find time to read the
illustration of this practice below.
Coaching Session
I’d like to commend you for trying your best in teaching.
Thank you, Ma’am.
How’s your teaching? Which part of the lesson did you enjoy the most?
I found it truly enjoying particularly when I presented the lesson.
Why did you say it?
My pupils were all active and they particularly enjoyed the game.
What did you realize after?
I thought that using games really helped. My learners were really engaged.
Well, that’s good. How about the part of the lesson you found difficult or was
challenging for your learners?
I found that my learners struggled in discussing the concepts. They were not
able to say it in their own words.
What do you think was the reason for such?
Probably they don’t know the right words for their answers. I thought that
I should have presented vocabulary words that were related to volume of
cylinder.
Master Teacher:
Teacher:
Master Teacher:
Teacher:
Master Teacher:
Teacher:
Master Teacher:
Teacher:
Master Teacher:
Teacher:
Master Teacher:
Teacher:
“
Teacher Lina Pasicolan encourages Teacher Karen Vergado to self-
reflect on her teaching practice in an instructional coaching session
(Photo credit: Monaliza Cabahug, 2018).

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Master Teacher:
Teacher:
Master Teacher:
Teacher:
Master Teacher:
So what will be your plans after this?
Ma’am, I’m going to reteach this lesson. I’ll reinforce the understanding of key
concepts like volume by using different exercises and activities.
How will you do it?
I’ll try a different strategy, Ma’am. Today, I just used a word problem. I’ll let
them work on real problems tomorrow probably. I’m thinking of letting them
work on a problem that they need to measure volume using concrete objects
like beaker and measuring cups.
Very well said, Ma’am.
As you have observed, the collegial discussion is established
by building rapport and trust. Here, the Master Teacher starts
the conversation by acknowledging the teacher’s effort.
Through probing, the MT then enables the teacher to reflect
on the specific strong instructional points. This draws the teacher
to be more open for feedback since the discussion is centered on
the practice.
As the conversation progresses, the MT guides the teacher
to self-reflect on areas that need improvement.
As closure, the MT allows the teacher to think and build on
their conversation to improve the instruction without necessarily
imposing the strategy to be used.
“
After reading the transcript, have you realized the importance
of instructional coaching to enrich your practice? Have you had a
similar experience of being involved in a post-conference with your
principal or your mentor?
Through the instructional coaching session, you are enabled to
explain and reflect on your practices while opening also yourself for
constructive feedback.
“

14
Based on this practice, instructional coaching can become a meaningful and powerful tool
to engage teachers in professional learning. It comprises a collaborative partnership supporting
teachers’goal-setting,usingresearch-informedteachingpractices.Thecoachfocusesonsupporting
the professional growth of individual teachers through modelling practice, classroom observation
and reflection, joint problem-solving, and conversations about teaching practice (AITSL, n.d.)
Fellow Teacher, I know that you are quite hesitant to engage
in instructional coaching. But you should not be. Bear in mind
that it is NOT a session for finding faults in the teachers’
practice. Rather, it will guide you to enhance your practices
through self-directed reflection.
“Collegial discussions can also happen through a classroom
visit. Read the sample illustration of practice and find out how
this can help you enhance your teaching.
The teachers participate in a classroom visit to
learn from the classroom management styles of the
host-teacher. Prior to the visit, they communicate
the idea to the host-teacher who positively agrees
and prepares for it. On the scheduled date, the
teacher-walkers visit her classroom while she
teaches. They are able to collect evidence of her
effective techniques. After the visit, they engage in
a professional dialogue that highlights sharing of
the host-teacher’s effective practices like pair work
and differentiating learning activities.
Learning Walk
Grade six teachers of Rosario Elementary School engage in a
professional conversation after a collegial visit to Teacher Jean
Hernaez’s classroom (Photo credit: Edna Pangilinan, 2018).
“
You’ll definitely get the most from every instructional coaching session if you:
1. Provide honest evaluation of your personal teaching practices.
2. Seek and be open to suggestions.
3. Reflect on your practices, build on them and modify them if necessary.
HOW TO DO IT?
?

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Take time to read the transcription of their professional dialogue:
I’d like to thank you, Ma’am, for accommodating us
in your class.
You’re welcome, Ma’am.
We have observed that pair work really works in
your class. How did you do it, Ma’am?
Well at first I tried to do it with their seatmate,
but it didn’t turn out that well. There are times that
they don’t actually work together. But the idea
really is that I want them to have a buddy while
studying so that they would find the challenging
tasks quite manageable. So, I asked my learners
to choose somebody, maybe a friend in the class
whom they want to study with.
So how did your learners find pair work?
They really enjoyed it because they’re studying
together. When I employed it in Math, I allowed
them to solve challenging problems together.
Aside from they completed the tasks accurately
and fast, they also developed friendship.
Teacher-Walker A:
Host Teacher:
Teacher-Walker B:
Host Teacher:
Teacher-Walker B:
Host Teacher:
“The transcription
presented highlights
professional conversation
after a learning walk.
Here, the host-teacher
and the teacher-walkers
discuss a specific area in
the instructional practice
that impacted learners’
performance. They
collaboratively probe the
reasons for such practice
and the way they implement
the practice in class.
The practice described illustrates Learning Walk which consists of a group of teachers, and
perhaps school leaders (usually called walkers), visiting and observing the practices of the teacher
(host) in the classroom. Here, the group identifies a relevant teaching and learning focus, and gathers
evidence related to this focus from across the school. Observers, then, build a whole school picture of
practice in the identified focus area while also developing insights into their own professional practice
(Australian Institute for Teaching and School Leadership).
If you take the role of the host, you may consider these:
1. Provide authentic evidences for the agreed area of focus of the
learning walk.
2. Provide your colleagues/walkers with sample evidence of your best
practices.
3. Seek for clarifications in your practices.
4. Reflect on the discussion and apply relevant learning.
HOW TO DO IT?
?

16
You might have developed the stigma of threatening
unplanned visits in the classroom, but a learning walk is different.
It is NOT a surprise classroom visit. It should be well-
communicated. The observer-walkers and the host-teachers
should identify and agree on a common area for discussion.
It should also be non-disruptive and non-invasive to the host
classroom activities.
It is not evaluative nor is it designed for individual feedback
(Williamson and Blackburn, 2013).
“
“
Aside from these formal and structured modes of collegial
discussion, you may also have engaged in these similar informal
professional conversations:
1. During the learners’ recess, a teacher-adviser approaches and asks the
MAPEH teacher of the class to check if his or her learner has obeyed
the class rules they both set.
2. A teacher in an informal dialogue airs his or her concerns about the
frequent absences of his or her learner to a teacher-friend. In their
exchange, the teacher agrees with the friends advice to conduct a home
visit and to talk to the learner’s parents.
3. A teacher engages in an informal discussion in a social media platform
when he or she seeks advice about her problem in finalizing his or her
class list in the Learners’ Information System.
Fellow Teacher, you also have to consider that your
professional collaboration is not exclusive with your colleagues
in your school because you may also collaborate and engage
in collegial discussions that are beyond your immediate school
environment, as illustrated in the practices shown on the
following page: “
HOW TO DO IT?
?

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1. After attending a seminar, a teacher engages in a conversation with
the speaker/resource person/trainer on the topic. The teacher asks the
speaker possible ways of how the learnings from the seminar could be
applied to his or her practice.
2. As part of the Leader School team, a teacher shares her practices with
the teachers of the Partner School in a capability-building session. The
receiving teachers also seek her assistance in the development and
evaluation of their localized materials (Based on DepEd Order 44, s.
2016 School to School Partnership).
3. In a regional training of learner-writers, the school paper advisers and
trainers from different divisions collaborate and implement an intensive
writing workshop based on individual learner’s needs.
Collegialdiscussionsaregenerallybuiltonfeedback,whether
they are about teacher performance or learner performance.
Feedback should be timely and specific and can take many
forms. Informal verbal feedback is usually unplanned and brief.
An observer might stop by a teacher’s classroom after class
to give positive comment about an observation earlier in the
day. It can also be written such as an email. On the other hand,
formal verbal feedback is more extensive and is usually given
during structured sessions. When written, they are detailed
and specific about what the teacher/learner did that was not
effective or which needed to be adjusted (Marzano, Simms,
Roy, Heflebower, & Warrick, 2012).
“
For your participation in collegial discussions, you need
to develop trust and respect for your colleagues because
they can provide you with significant feedback which you
can utilize to enrich your teaching practices.
Likewise, your commitment to apply whatever learnings
you have gained from these professional collaborations will
contribute immensely to the enrichment of your teaching
practices.
Having seen how Indicator 4.4.2 can be achieved, you
are now better equipped to engage in collegial discussions.
Happy collaborating!
“
HOW TO DO IT?
?

18
For your better appreciation of this indicator, here are other illustrations of practices.
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
To address the cases of struggling readers, a group of reading teachers
collaborate in planning and implementing a reading program. After, they
evaluate the impact of their intervention program.
In their LAC session, teachers work together to develop a module to help
learners who have difficulty in solving math problems.
Professional
collaboration
Teachers seek the feedback of their colleagues in the periodic tests
they developed in a learning area.
Collegial discussion
(collegial discussion
among teachers of the
same level)
A teacher talks to her principal to seek technical assistance to improve
her teaching techniques for struggling learners. The principal advises
the teacher to utilize game-based techniques.
between the school
head and the teacher)
In a meeting, the principal asks the teachers possible mechanisms to
recognize learners with exemplary conduct. The teachers cite and
explain various strategies. With the principal-led discussion, the teachers
unanimously agree to conduct an Appreciation Day.
between teachers and
the school head)
A senior high school teacher engages in a professional dialogue with the
school’s guidance counselor. This concerns the report about his learners’
misconduct during the flag-raising ceremony.
between a teacher
and the guidance
counselor)
A senior high school teacher engages in an informal talk. She seeks her
teacher-friend’s advice about dealing with the learners’ unruly behavior.
between a teacher and
a teacher-friend)
A teacher engages in a professional discussion with a colleague to
reflect on the outcomes of his instructional plan. He refers to his lesson
for teaching two-step word problems involving improper fractions.
He emphasizes the importance of partner and small group learning,
connecting new learning to previous learning and learner evaluation. Both
teachers draw on their expertise in working with learners of different
ages to evaluate effective strategies for achieving successful learning
outcomes.
between teachers
teaching the same
subject)
With learner discipline being a challenge, an English teacher seeks
advice from the teachers of other department.
(informal collegial
discussion between
teachers of different
disciplines)

MODULE8
19
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
A teacher in an informal dialogue airs her concerns about the frequent
absences of her learner to a teacher-friend. In their exchange, the
teacher agrees with the friend’s advice to talk to the learner.
(informal collegial
discussion among
teachers)
A teacher engages in an informal discussion with co-teachers in a
group chat. He or she seeks advice on how he or she can deal cases of
absenteeism among his or her learners.
(informal collegial
discussion using social
media)
After the class observation, the Master Teacher (MT) of an elementary
school conducts a post-conference with the teacher. As an instructional
coach, the Master Teacher guides the teacher to reflect on her
instructional technique. They both agree on the schedule of another
classroom observation so the MT can determine the teacher’s extent of
application of the learnings from their coaching.
Teacher feedback
based on MT/mentor’s
feedback)
A physics teacher in a junior high school conducts a simple survey among
his learners. His teacher-made questionnaire focuses on questions
that seek the learners’ feedback on their preferred teaching style. The
teacher discovers that majority of the learners like the use of video clips
in instruction rather than the conventional lecture. The teacher, in turn,
modifies his techniques and adopts the video clips. He later observes
that his learners are more engaged in the teaching-learning process. In
one of his conversations with his colleague, he shares his insights from
this experience.
Learner feedback
among teachers using
learner feedback to
enrich current practice)

20
PROFESSIONAL DEVELOPMENT PLAN
STRENGTHS
What are the skills you are
good at?
DEVELOPMENT NEEDS
What are the skills you
need to improve?
ACTION PLAN
What can you recommend
for your development
intervention?
TIMELINE
When will you implement
your plan?
RESOURCE NEEDED
What assistance/
resources do you need to
implement the plan?
After you have explored the different key concepts and illustrations
of practice on professional collaboration, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to strengthen your participation in collegial
discussions in your school.
Fill in the personal action plan below.“
“Happy planning!

MODULE8
21
RESOURCE LIBRARY
American English. (n.d.). Teachers helping teachers: Peer observations. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/peer_observation_handout.pdf
This material stresses the significance of peer observation as a method for teacher
collaboration. It also discusses its stages and the roles of both the observer and the observed
teacher.
Australian Institute for Teaching and School Leadership (n.d.). The essential guide to
professional learning: Collaboration. Retrieved from https://www.aitsl.edu.au/docs/default-
source/default-document-library/the-essential-guide-to-professional-learning---collaborationc
e4a8891b1e86477b58fff00006709da.pdf?sfvrsn=86a2ec3c_0
This online material provides insights and practical strategies to help teachers and school
leaders engage in effective professional collaboration. It explores the importance of
collaborative professional learning, as well as the role of the school leader/mentor in supporting
a collaborative learning culture.
Cueto, D. R. (2017). Minutes of a focus group discussion. Rosario Elementary School.
This reports the collaborative probing of teacher practice through a focus group discussion. It
also describes the priority areas for improvement by drawing the participants’ feedback.
Department of Education (2017). National Adoption and Implementation of the Philippine Professional
Standards for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of
teachers, the professional standards for teachers, the teacher quality in the Philippines, the
seven domains which collectively comprise 37 strands, and the career stages. Further, the
definitions of some key concepts in this module are taken from the PPST glossary of terms.
Department of Education. (2016). The Learning Action Cell as a K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for the Improvement of Teaching
and Learning. Department Order No. 35 s. 2016.
This provides the guidelines that support continuing professional development of teachers
through the school-based Learning Action Cell (LAC) which primarily functions as a
professional learning community to help them improve practice and learner achievement.
This section provides you resources that can help you further
understand the indicator.
“Annotated Bibliography

22
Department of Education. (2016). Guidelines on the School-to-School Partnerships for Fiscal Year
2016. Department Order No. 44, s. 2016.
This document presents the department guidelines that strengthen collaboration among
schools. It highlights school-to-school partnerships where high performing schools are tapped
as valuable resource as coaches, mentors and role models for schools that need technical
support in instruction.

Marzano, R., Simms J., Roy, T., Heflebower, T., & Warrick, P. (2012). Coaching classroom
instruction. Marzano Research.
The authors discuss the various mechanisms for instructional coaching that teachers, school
leaders and mentors can utilize to enrich their current practice.
Panaligan, Mary Joy. (2017). Peer observation notes. Rosario Elementary School.
This document describes the practice of a teacher during a peer observation. It also identifies
the instructional techniques used and their impact on learning from the perspective of a
colleague.
Peer observation. (n.d.). The University of Newcastle Australia. Retrieved from
https://www.newcastle.edu.au/__data/assets/pdf_file/0020/211853/Guide-to-Peer-
Observation.pdf
This material presents the significance of peer observation as a mode for professional
develpment among teachers. It suggests processes and steps teachers may follow in
conducting peer observation.
Professional learning communities. (n.d.). Retrieved from from https://www.aitsl.edu.au/docs/default-
source/feedback/aitsl-professional-learning-communities-strategy.pdf?sfvrsn=c42dec3c_2
This material highlights the significance of professional learning communities in improving
teacher practices by suggesting techniques for their implementation.
Williamson, R. & Blackburn, B. (2013). Five collaborative professional learning activities.
Retrieved from https://www.naesp.org/communicator-october-2013/five-collaborative-
professional-learning-activities
The authors suggest strategies and offer new ways for teachers to work collaboratively and
gain the knowledge and skills necessary to positively impact learner learning.

MODULE8
23
Appendices
MINUTES
FOCUS GROUP DISCUSSION (FGD) ON CLASSROOM OBSERVATION FINDINGS
Date and Time: July 21, 2017 4:30 p.m
Attendees:
Name Position
Marissa Barrera Master Teacher II
Domingo R. Cueto Master Teacher I
Jennifer Macatangay Teacher III
Ricardo Abeledo Teacher III
Ludivina Brosas Teacher III
Elizalde Dura Teacher III
Vicelinda Mallari Teacher III
Edna Pangilinan Teacher III
Gina B. Baluyot Teacher II
Monaliza Cabahug Teacher I
Bryan Dave Brito Teacher I
Karen Vengado Teacher I
A.The FGD was conducted to discuss the findings of the recent classroom observation and propose
possible intervention.
B. Among the classroom observation findings were:
1. Good points
a. Teachers displayed mastery of the subject matter. They knew their content well.
b. Instructional materials were provided. Majority used charts and textbooks. Some utilized slide
presentations.
c. Positive classroom discipline was highly-evident.
2. Areas for Enhancement
a. Feedback Mechanism for Pupils
Learners’ responses, particularly the correct ones, were provided verbal feedback such
as “Good, Very Good’. However, feedback should also be provided to the learners as they
perform individual activities. The teachers reported that they need to understand deeply the
Appendix 1: Minutes: Focus group discussion on classroom observation findings

24
varied types of feedback mechanism for the pupils so they can apply them appropriately.
b. Time Management
Some class exceeded the time allotment. The group decided that instructional planning
should consider the allotted time. They told that they need to be acquainted with various
teaching techniques in classroom management particularly maximizing contact time in
the classroom.
C. To address the areas for improvement, the group agreed to conduct Learning Action Cell on:
1. Utilization of Learner Feedback
2. Techniques for Time Management in the Class
D. The Master Teachers will serve as the LAC Facilitators on July 28, 2017 at 4:00 p.m in the RES
Library.
Prepared by:
DOMINGO R. CUETO
Master Teacher

MODULE8
25
January 13, 2018
PEER OBSERVATION NOTES
Since I found teaching beginning reading challenging, I asked my teacher-friend and
Grade II English teacher, Ms. Rocell Bautista, for a peer observation.
On the agreed date, she modeled explicit teaching on the beginning /p/ sound. She
prepared various teaching-learning materials. When she showed the video, the children
really enjoyed rapping. Similarly, the chant on words with initial /p/ sound really
caught their attention and they even sang it too. I particularly found the guessing game
to be effective for the kids. They were really excited to guess the object inside the box.
In guided practice, she allowed the learners to work in small groups to help the
learners overcome their anxiety in reading words with /p/ sound. In her evaluation,
she used worksheets where kids can draw objects with the initial /p/ sound.
After, we had a collegial discussion. She told me that instruction should consider the
interests of the learners. Activities which integrated games, songs and drawings are
generally engaging to the kids.
MARY JOY L. PANALIGAN
Peer Observer
Appendix 2: Peer observation notes

26
ACKNOWLEDGEMENTS
Leonor Magtolis Briones
Secretary
Department of Education
Allan B. De Guzman, Ph.D.
Luzon Zonal Representative
Rita May P. Tagalog, Ph.D.
Visayas Zonal Representative
Evelyn G. Chavez, Ph.D.
Mindanao Zonal Representative
Lourdes R. Baetiong, Ph.D.
Language Subject Representative
Myrna B. Libutaque, Ph.D.
Mathematics Subject
Representative
TEACHER EDUCATION COUNCIL
Lorina Y. Calingasan, Ph.D.
Social Studies Subject Representative
SECRETARIAT
Runvi V. Manguerra, Ph.D.
Executive Director II
Jayson A. Peñafiel
Education Program Supervisor
PROJECT TEAM
Gina O. Gonong, Ph.D.
Joint Project Team Leader and Director
PNU-RCTQ
John Pegg, Ph.D.
Joint Project Team Leader and Director
UNE-SiMERR
Christine Reading, Ph.D.
Senior Research Fellow
UNE-SiMERR
Michael Wilson I. Rosero
Senior Research Officer
PNU-RCTQ
Mikkey Mari M. Tuazon
Research Officer
PNU-RCTQ
PNU-RCTQ and UNE-SiMERR National
Research Centre
Jennie V. Jocson, Ph.D.
Deputy Director, PNU-RCTQ
Allan S. Reyes. Ph.D.
Senior Program Manager, PNU-RCTQ
Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR
Ken Vine, Ph.D.
Principal Research Adviser
UNE-SiMERR
Support Staff
Silvia Danieli
June Billings
Ambrose McDermott
Glinore Morales
Beverly Estocapio
Ruby Gantalao
Luis Angelo Abergas
Lyndon Morales
Guillen Nabong
Ezra de Jesus
WRITER-COORDINATORS
Jennifer E. Lopez
Education Program Supervisor
Region IV-A
Maria Concepcion Beltran - Montenegro
Faculty, Ateneo de Manila University
WRITERS
Adelyn R. Bartolome
Domingo R. Cueto
Alfred James A. Ellar
Mark Anthony P. Idang
Gerlie C. Lopez
Francis Victor A. Medrano
May Grace D. Salazar
Shiela Niña Rea-Santes
Ryan G. dela Torre
John Paul dela Rosa
Grace Urbien-Salvatus
Karina Angela C. Celestial
Arlene M. Hernandez
Christian Mespher A. Hernandez
REVIEWERS
Shirley N. Cerbo
Jerome A. Chavez, Ed.D.
Mary Leigh Ann C. Perez
Vivian I. Buhain, Ed.D.
Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D.
Maricel D. Ambid
Manuel R. Apuli
Florpina B. Galay
Sandra A. Garcia
Eduard O. Gonong
Ryan H. Homan
Glen P. Honrado
Neri D. Mangalindan
Amparo M. Muñoz
Natividad V. Nacino
Aufric Alma N. Navarro
Carlo Donato E. Olivan
Jose Ariel S. Padsoyan
Jennifer M. Rojo
Gemma A. Realo
Neil Vincent C. Sandoval
EDITOR
Myrna L. Macalinao, Ph.D.
GRAPHICS & LAYOUT ARTIST
Raymond S. Bermudez
AUSTRALIAN EMBASSY
Francesca Lawe-Davies
First Secretary-Education
BASIC EDUCATION SECTOR
TRANSFORMATION (BEST)
PROGRAM
Kaye Cox
Team Leader
Alison Atwell, Ph.D.
Component Lead
Teaching and Learning
Soledad L. Lecaroz
Teacher Development Specialist
Special thanks: All Regional
Directors, Superintendents and
Principals who supported the
project

MODULE8
27

Module8.ppst4.4.2

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